21ST CENTURY ICT SKILLS IN RELATION WITH TEACHERS’

READINESS FOR ONLINE PLATFORMS

A Research Presented to
The Faculty of Aldersgate College, Inc.
Solano, Nueva Vizcaya

In Partial Fulfillment of the Academic Requirements for the

Master of Arts in Educational Management

Ireen M. Cerva
Pinky N. Maglangit
MAED – 1A

FIRST SEMESTER
AY 2021-2022
 CHAPTER I

THE PROBLEM

Background of the Study

Background of the Study

Due to the current pandemic brought by the Coronavirus Disease 2019 (COVID-19), the

Department of Education (DepEd) ought not to open schools for face-to-face class. On May 28,

2020, Education Secretary Leonor Briones in an online press briefing clarified that there will be

no face-to-face classes until safe (Malipot, 2020). Though recently, pilot face-to-face was

conducted in different regions, no school in our province joined. In lieu of face-to-face classes,

DepEd in its official statement states that radio, television, online and modular learning –which

are pre-existing methods and were already used for decades– are being prepared and updated for

this year (Briones, 2020).

For school year 2021-2022, Quezon National High School’s (QNHS) learning modality is

blended learning. This includes online and modular (printed) learning. In a survey conducted, 84

percent of the student’s population have internet connectivity with 80 percent having a

smartphone. The shift to blended learning posed a problem to many of teachers. The first problem

was adopting to the different online platforms. In order to cope to the ever-changing learning

environment, there is a need for ICT trainings because most teachers have basic knowledge on

ICT

and needs improvement (Caluza, et al., 2017).

To succeed in online learning, skills and knowledge in the use of browsers, video

conferencing, social media, cloud storage, and presentation software is needed. Further, teachers

have to possess adequate technological literacy skills to be able to access various technological

resources and tools, such as email, Internet browsers, LMSs, text and video chat applications, and

productivity software and applications (Albrahim, 2020). Common video conferencing

applications use by teachers are Google Meet, Zoom, and Microsoft Teams.
 Above skills and knowledge are needed in the current learning modalities. This study is

launched to check the 21st century ICT skills in relation with teachers’ readiness for online

platforms.

Conceptual Framework

Figure 1. Research Paradigm

The conceptual framework is anchored into the relationship of the variables. To identify

the teachers’ readiness on online platforms, there is a need to check the teachers’ ICT skills such

as saving files on iCloud storage, using social media, image editing, using of presentation

software, using of general multimedia and video conferences. The skills and the readiness of the

teachers will be checked along their sex, age and years in service.
Statement of the Problem

This study will analyze the existence of significant relationship between the 21 st ICT skills

and the teachers’ readiness in online platforms.

Specifically, this study seeks to answer the following:

1. What is the profile of the teachers of Quezon National High School in terms of:

a. sex;

b. age; and

c. years in service?

2. What is the level of the respondents’ 21 st century ICT skills along with saving files on

cloud storage, using of social media, image editing, using of presentation software, using

of general multimedia and video conferencing?

3. What is the respondents’ level of readiness on the online platforms?

4. Is there a significant difference in the respondents’ 21st century ICT skills when grouped

according to their profile?

5. Is there a significant difference in the respondents’ readiness on online platforms when

grouped according to their profile?

6. Is there a significant relationship between the respondents’ 21st century ICT skills and

their readiness on online platforms?

Hypothesis

1. There is no significant difference in the respondents’ 21st century ICT skills when

grouped according to their profile.

2. There is no significant difference in the respondents’ readiness on

online platforms when grouped according to their profile.

 3. There is no significant relationship between the respondents’ 21st century ICT

skills and their readiness on online platforms.

Scope and Delimitation

The scope of this study is limited to the 21st skills and the teachers’ readiness in online

platforms of Quezon National High School teachers.

Importance of the Study

This study will be conducted to know the level of readiness of the teachers for online

platforms with respect to their 21st century ICT skills. Specifically, this study is important to the

following:

 Teachers – for them to know their level of readiness for online platforms

and to assess themselves.

 Administration – for them to formulate corresponding trainings and

seminars.

 Learners – for them to receive learning materials via online platforms.

Definition of terms

21st Century ICT Skills – refers to saving files on Cloud storage, using social media, image editing,

using of presentation software, using of general multimedia and video conferences.

Blended Learning – the use of a combination of modular and online learning

Cloud Storage – refers to online storage platforms such as Google Drive and One Drive.

Image editing – refers to the post processes done in an image or photo. It can be but not limited to

cropping, removing background and photo manipulation.

Multimedia - form of communication that combines different content forms such as text, audio,

image, and video.

Online Platforms – refers to the application or software used to communicate and deliver the

teaching and learning process

Presentation Software - software package used to display information in the form of a slide show.

Social Media – refers to websites or applications mainly used for communication, content-sharing,

community-based input, interaction and collaboration.

Teachers – these are the teaching staff of Quezon National High School

Video Conferencing - type of online meeting where two or more people engage in a live audio-

visual call.
 Chapter II
Review of Related Literature and Studies

The success of a learner can be attributed to many factors. One of these factors is the

ability and skills of the teacher. In fact, it is the most important school-related factor influencing

student achievement (Rice, 2003).

With the current learning modality as instructed by the Department of Education

(DepEd), a wide array of skills in online platforms is needed. With blended learning, it is deemed

necessary to check the capacity of teachers to cope with it.

Blended learning as a teaching tool has been used within years. A study was conducted to

address students’ access by examining success and withdrawal rates in the blended learning

courses by comparing them to face-to-face and online modalities. Result shows that it maintains

or increases access for most student cohorts and produces improved success rates for minority

and non-minority students alike. Furthermore, when students express their beliefs about the

effectiveness of their learning environments, blended learning enjoys the number one rank

(Dziuban, Graham, Moskal, Norberg, & Sicilia, 2018). Another study on blended learning which

uses a learning management system (LMS) shows that learners manifest high potential to take on

blended learning more especially in regard to learner self-regulation (Kintu, Zhu, & Kagambe,

2017). The findings of the same study also show that the learners’ ability to assess and critically

evaluate knowledge sources is hereby established. In Jordan, a study was also conducted on the

effects of using blended learning on student’s achievement in learning English. The study

revealed that significant differences in achievement between the two groups exists, indicating that

the experimental group performed better than the control group (Thelal Iqab Oweis, 2018). The

same result was revealed in a research conducted in Turkey where students have expressed that

they learn more effectively in a blended learning environment (Eryilmaz, 2015). In the

Philippines, various studies have also been conducted on blended learning. One study was

conducted at Isabela State

University, San Mateo Campus. The study resulted to high acceptability rate of e-learning usage

despite of the socio-economic profile of the student’s parents, unavailability of internet

connection and inadequacy of technological resources (Aguinaldo, 2013). The study also implies

that blended learning can be implemented successfully. In another study at Central Mindanao

University Laboratory High School which specifically aimed to determine the level of academic

achievement of students as exposed to blended learning approach and to those exposed to non-

blended learning approach, data shows that blended learning approach, when introduced would

enable the learners to perform better performances (Hinampas, Murillo, Tan, & Layosa, 2018). A

comparative study at Tarlac Agricultural University also revealed that those exposed in blended

learning have a comparable performance (Lorenzo, 2017).

Bearing in mind the benefits of blended learning entails a lot of adjustment from teachers.

With the looming differences from diverse eras of technological awareness, the 21 st century ICT

skills is not present to most teachers or is in process of adapting to it.

As part of the consequences of the COVID-19 pandemic lockdown schools in many

countries worldwide closed in March 2020 and only partially re-opened in 2021. Teachers were

confronted with the need to adapt to online teaching.

ICTs is a broad term encompassing radio, television, the Internet and the Web, satellite

and Wi-Fi systems, mobile telephony, computer hardware and software, audio- and video-

conferencing, virtual reality, social media, wikis, 3D printers and so on. All of these technologies

enable individuals and communities to find, analyze, share and present information, knowledge,

skills, ideas and experiences (Latchem, 2017). In blended learning, teachers are required to know

21st century ICT skills along with saving files on cloud storage, using of social media, image

editing, using of presentation software, using of general multimedia and video conferencing.

With the current pandemic, different studies locally and internationally were conducted in

relation with ICT skills needed by teachers for a successful blended learning. One of these studies
found that ICT tools, particularly digital teacher competence and teacher education opportunities

to learn digital competence, are instrumental in adapting to online teaching during COVID-19

school closures.

One of these studies targets the teachers’ competence in adapting online teaching during

COVID-19 school closures. The study shows that challenges that clearly necessitate ICT

integration, such as online teaching and online assessment, were mastered to a lesser extent

(König, Jäger-Biela, & Glutsch, 2020). The same study also showed that those who scored high

in technological pedagogical knowledge test, maintained communication and delivered online

adaptive teaching more frequently during school closure.

Another study with focus on teachers’ skills and ICT competencies in blended learning

suggests that in order to teach in an e-learning or blended learning environment, a teacher needs

to have certain additional competencies, based on the nature of the learning portal (Roszak &

Kołodziejczak, 2020). In addition to the professional and organizational competencies, the study

listed compilation and publication of professional materials, including multimedia resources as a

needed ICT skill which can be supported by IT departments.

To support self-evaluations, a study with an objective to investigate teachers’ perception

of their level of ICT competency and acceptance was also launched in Malaysia. In the study, it

was found that smart pedagogy, professional growth and leadership, and digital citizenship and

responsibility are the three teacher ICT competency dimensions that are statistically significant

predictors (Mei We, Yan Piaw, Kannan, & Moulod, 2016).

In the Philippines, the same study was also conducted at Leyte Normal University. The

study states that determining the teacher’s ICT competence is expected to yield a better or

positive impact on the learners and the performance of the teachers itself (Caluza, 2018). The

result of the study shows that many teachers still need more exposure in utilizing ICT

technologies in pedagogy and any school-related activities.

 Meanwhile, in Central Visayas, the ICT competency level of teachers were measured

using the UNESCO’s ICT Competency Standards for Teachers. It is concluded that there is a

slight technology infusion into the teaching instruction among teacher educators (Marcial & de la

Rama, 2015). The study also suggested to improve the level of competency among the teacher

educators, particularly skills in using complex and pervasive ICT tools to achieve innovative

teaching and learning.

While some universities and schools in the Philippines show high competency in ICT,

there are still a lot of things to improve in the current learning modality.
 CHAPTER III

Research Methodology

Research Design

To assess and describe the 21 st ICT skills in relation to the readiness in online

platforms of the respondents, descriptive – survey method will be used in gathering data

and information. Descriptive statistics is a statistical method concerned with describing

the main features of a collection of information. Also, correlational research will be used

to make comparisons.

Research Locale

The study will be conducted at Quezon National High School. It is located at Purok 2,

Baresbes, Quezon, Nueva Vizcaya. The school was selected because it is currently using blended

learning modality which involves online learning. To achieve an objective research result, it is

deemed necessary to involve a school which uses the said modality.

Research Subjects

The subjects of the study are the 42 of the 47 teachers of Quezon National High School.

The respondents are chosen through stratified random sampling with the department as strata.

Department N % n
Makabayan 10 21.28 9
Communication Arts 9 19.15 8
Pure Sciences 10 21.28 9
TLE 7 14.89 6
Senior High School 11 23.40 10
Total 47 100 42
Table 1. Respondents of the Study
Source of Data

The main source of data will be the questionnaire which will be answered by the

respondents. Also, school records will be requested as to the profile of the teachers in terms of

years in service.

Research Tools

The main instrument that will be used is questionnaire. The first part will be used

to determine the profile of the respondents. The second part will be a self-evaluation tool

as to the readiness of the teacher in online platforms. Lastly, an assessment test will be

done to evaluate the 21st ICT skills of the respondents.

Research Procedure

After the approval of the research panel of the capsule proposal, the questionnaire will be

constructed. Validity and reliability tests will be first done before floating it to the respondents.

One (1) hour will be allotted to each respondent to answer the assessment test.

Questionnaires and assessment tests will be recorded immediately after for analysis.

Statistical Tools

The following will be used in the analysis of data.

1. Frequency and percentage will be used for the profile variables – sex, age and

years in service.

2. Mean, frequency and percentage will be used to determine the level of the

respondents’ 21st century ICT skills and level of readiness in online platforms.

3. To test if there is a significant difference on the level of the respondents’ 21 st

century ICT skills and level of readiness in online platforms, t-test or ANOVA

will be used.
4. To test if there is a significant relationship between the level of the respondents’

21st century ICT skills and level of readiness in online platforms, Pearson-r

correlation will be used.

References

Aguinaldo, B. E. (2013). Implementing Blended Learning in an Impoverished Academic

Institution Using a Bricolage Approach Model. International Journal of
Information and Education Technology, 3(2).
Albrahim, F. A. (2020, January). Online Teaching Skills and Competencies. The Turkish
Online Journal of Educational Technology, 19(1).
Briones, L. M. (2020, June 8). Official Statement. Retrieved from Department of
Education: https://www.deped.gov.ph/2020/06/08/official-statement-4/
Caluza, L. B. (2018). Predicting Teachers’ ICT Competence in a Philippine University
Using J48 Algorithm. Indian Journal of Science and Technology, 11(7).
doi:10.17485/ijst/2018/v11i7/119062
Caluza, L. B., Verecio, r. L., Funcion, D. D., Quisumbing, L. A., Gotardo, M. A., Laurente,
M. P., . . . Marmita, V. (2017, March). An Assessment of ICT Competencies of
Public School Teachers: Basis for Community Extension Program. IOSR Journal
Of Humanities And Social Science, 22(3), 1-13. Retrieved November 21, 2021,
from https://www.iosrjournals.org/iosr-
jhss/papers/Vol.%2022%20Issue3/Version-4/A2203040113.pdf
Carlos, R. G. (2020, August 14). School opening moved to Oct. 5. Retrieved from
Philippine News Agency: https://www.pna.gov.ph/articles/1112276
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended
learning: the new normal and emerging technologies. International Journal of
Educational Technology in Higher Education, 15.
doi:https://doi.org/10.1186/s41239-017-0087-5
Eryilmaz, M. (2015). The Effectiveness Of Blended Learning Environments.
Contemporary Issues In Education Research, 8(4).
Hinampas, R. T., Murillo, C. R., Tan, D. A., & Layosa, R. U. (2018, November). Blended
Learning Approach: Effect On Students’ Academic Achievement And Practical
Skills In Science Laboratories. International Journal of Scientific and Technology
Research, 7(11).
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the
relationship between student characteristics, design features and outcomes.
International Journal of Educational Technology in Higher Education, 14.
doi:https://doi.org/10.1186/s41239-017-0043-4
König, K., Jäger-Biela, D. J., & Glutsch, N. (2020). dapting to online teaching during
COVID-19 school closure: teacher education and teacher competence effects
 among early career teachers in Germany. European Journal of Teacher Education,
43(4), 608-622. doi: 10.1080/02619768.2020.1809650
Latchem, C. (2017). Using ICTs and Blended Learning in Transforming TVET. BC,
Canada: UNESCO.
Lorenzo, A. R. (2017, July). Comparative Study on the Performance of Bachelor of
Secondary Education (BSE) Students in Educational Technology Using Blended
Learning Strategy and Traditional Face-to-Face Instruction. TOJET: The Turkish
Online Journal of Educational Technology, 16(3).
Malipot, M. H. (2020, May 28). DepEd: No face-to-face until safe. Retrieved from
Manila Bulletin: https://mb.com.ph/2020/05/28/deped-no-face-to-face-until-safe/
Marcial, D. E., & de la Rama, P. A. (2015). ICT Competency Level of Teacher Education
Professionals in the Central Visayas Region, Philippines. Asia Pacific Journal of
Multidisciplinary Research, 3(5), 28-38.
Mei We, L., Yan Piaw, C., Kannan, S., & Moulod, S. A. (2016). Relationship Between
Teacher ICT Competency And Teacher Acceptance And Use Of School
Management System. Malaysian Online Journal of Educational Technology, 4(4).
Rice, J. (2003). Teacher Quality: Understanding the Effectiveness of Teacher Attributes.
University of Maryland.
Roszak, M., & Kołodziejczak, B. (2020). Teachers' Skills and ICT Competencies in
Blended Learning . Poznan, Poland: Poznan University of Medical Sciences.
socialresearchmethods.net. (2016, May). Socia Research Methods. Retrieved April 8,
2018, from socialresearchmethods.net:
www.socialresearchmethods.net/kb/statinf,php
Thelal Iqab Oweis. (2018). Effects of Using a Blended Learning Method on Students’
Achievement and Motivation to Learn English in Jordan: A Pilot Case Study.
Education Research International. doi:https://doi.org/10.1155/2018/7425924
 21ST CENTURY ICT SKILLS IN RELATION WITH TEACHERS’
READINESS FOR ONLINE PLATFORMS

QUESTIONNAIRE

Part I. Profile of the Respondents

Department

Makabayan Communication Arts Pure Sciences

TLE Senior High School

Sex

Male Female

Age: Years in Service:

Part II. Readiness in Online Platforms

Adapted and modified from https://www.tamut.edu/Training/ (2012)

Rate yourself along the following statements.

Strongly Strongly
Agree Disagree
Statement Agree Disagree
(3) (2)
(4) (1)
1. I access the internet frequently and
can search the internet for what I
need.
2. I am competent in using e-mail and
other messaging apps (Facebook
Messenger, etc.)
3. I can attach files (document, video,
audio) to an e-mail and other
messaging apps (Facebook
Messenger, etc.)
4. I am familiar with and can use social
media, such as Facebook and Twitter.
5. I am capable of uploading videos,
and documents in social media (eg.
Facebook, YouTube etc.)
6. I am confident in using online
presentation software (Canva, Prezi,
Google Slides)
 7. I am capable of making presentations
using different presentation software
(eg. PowerPoint, Canva, Keynote
etc.)
8. I can share files in cloud to specific
persons, limited to organizations, and
to all that have the link.
9. I can save and open files using cloud
storage (eg. Google Drive, One
Drive, etc.)
10. I am capable of video editing.
11. I can include sound effects, audio,
gif, and other multimedia in my
presentations.
12. I am confident in using video
conferencing applications (Google
Meet, Zoom, Microsoft Teams etc).
13. I can present my lecture in video
conferencing applications.
14. I have received training in online
instruction.
15. I have used online quizzes in
teaching my classes.
16. I have used online discussions and
teaching my classes.
17. I have used virtual classroom tools
like Google Meet, Zoom, Microsoft
Teams in teaching my classes.
18. I have used chat in teaching my
classes.
19. I have used cloud storage as an online
repository of learner’s lessons and
outputs.
20. I am exploring other means of
facilitating classes online.

68-80 points= You are well suited to online teaching and are probably an insider or master
online instructor.

40-67 points= You are likely to need some support for success in online teaching and are
probably an apprentice online instructor.
Below 40 points= You will need considerable training and support for success in teaching
online and are probably a visitor or a novice online instructor.
Part III. 21st Century ICT Skills

Below are questions involving your skills along with saving files on cloud storage, using of
social media, image editing, using of presentation software, using of general multimedia and
video conferencing.

Direction: Select the best answer.

1. You should avoid making an image larger than its original size.
a. True
b. False
2. It is getting the certain part or portion from the original photo.
a. Cropping
b. Parting
c. Resizing
d. Selecting
3. This is a set of formats that change the colors, fonts, backgrounds and layouts in
presentation software.
a. Layout
b. Slide
c. Theme
d. Variant
4. Which of the following is NOT a cloud storage?
a. Cloud Drive
b. Google Drive
c. iCloud
d. OneDrive
5. What is the maximum size of file that can be attached in Facebook Messenger?
a. 15 MB
b. 20 MB
c. 25 MB
d. 30 MB
6. A person without an account on TikTok or Youtube can view a video content of a
certain user.
a. Yes
b. No
7. In Google Meet, two or more participants may share their screen at the same time.
a. True
b. False
8. You can create a video presentation using MS PowerPoint.
a. True
b. False
9. Anyone joined in the meeting may mute or unmute the microphone of any participant.
a. True
b. False
10. Which option would you adjust to make the colors more vivid?
a. Image Dimensions
b. Noise Reduction
c. Saturation
d. Sharpness
11. This is to create another slide (a copy) matching the content of the slide you selected.
a. Delete
b. Duplicate
c. Move
12. What is the maximum number of participants in a Facebook Messenger video call?
a. 5
b. 7
c. 8
d. 10
13. Who can access the data or files in the cloud storage?
a. Only the owner of the stored data
b. Anyone with an account on that cloud storage system
c. The owner and anyone they have shared it with
d. The owner and their contact list
14. An audio inserted in the first slide of a presentation may only be played on the first
slide itself.
a. True
b. False
15. This is a single page in a presentation.
a. Background
b. Image
c. Slide
d. Theme
16. What is a cloud storage?
a. Storage of data on servers accessible via the Internet
b. Storage of data on clouds of servers
c. Storage of data in high locations
d. storage of data on a cloud network
17. An image that is set as background in the slide master will be applied to all slides in
the presentation.
a. True
b. False
18. By default, the audio and video are turned on upon joining a meeting.
a. True
b. False